Deborah L Butler
Biographic Data
| ID | 3715936 |
|---|---|
| NAME | Deborah L Butler |
| GIVEN NAMES | Deborah L |
| FAMILY NAME | Butler |
| SIGNATURE | BUTLER D L |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0002-9130-6835 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Implementing student self-assessment of core competencies: A qualitative study of secondary teachers' beliefs and practices
This study examines secondary teachers' experiences with implementing the Self-Assessment of Core Competencies (SACC), later renamed Student Reflection on Core Competencies (SRCC), mandated for K-12 students in British Columbia. Semi-structured interviews with ten secondary teachers from one urban district explored how they interpret, enact, and support this practice in their classrooms. Findings indicate a perceived gap between the theoretical p…
(Mis)Alignment in resident and advisor co‐regulated learning in competency‐based training
Examining culturally diverse learners’ motivation and engagement processes as situated in the context of a complex task
Student learning processes, including motivation and engagement, have been identified as malleable and situated in context. We have limited understanding about how to enhance motivation and engagement processes for culturally diverse learners in today’s multicultural classrooms. To support thinking about that challenge, this work built on research on both culturally responsive teaching (CRT) and self-regulated learning (SRL), each of which identi…
Seeking alternative pathways: An exploration of school engagement from the perspectives of marginalized youth
Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading
This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulatedlearning through reading(LTR) in subject-area classrooms. We build from prior research to "connect the dots" between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teach…
Collaborative inquiry in teacher professional development
Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability
Collaboration and self-regulation in teachers’ professional development
Individualizing Instruction in Self-Regulated Learning
2002). Individualizing Instruction in Self-Regulated Learning. Theory Into Practice: Vol. 41, Becoming a Self-Regulated Learner, pp. 81-92
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Self-regulated learning (SRL) is a pivot upon which students’ achievement turns. We explain how feedback is inherent in and a prime determiner of processes that constitute SRL, and review areas of research that elaborate contemporary models of how feedback functions in learning. Specifically, we begin by synthesizing a model of self-regulation based on contemporary educational and psychological literatures. Then we use that model as a structure f…
Collaboration and self-regulation in teachers’ professional development
Collaborative inquiry in teacher professional development
Individualizing Instruction in Self-Regulated Learning
2002). Individualizing Instruction in Self-Regulated Learning. Theory Into Practice: Vol. 41, Becoming a Self-Regulated Learner, pp. 81-92
Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading
This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulatedlearning through reading(LTR) in subject-area classrooms. We build from prior research to "connect the dots" between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teach…
Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Self-regulated learning (SRL) is a pivot upon which students’ achievement turns. We explain how feedback is inherent in and a prime determiner of processes that constitute SRL, and review areas of research that elaborate contemporary models of how feedback functions in learning. Specifically, we begin by synthesizing a model of self-regulation based on contemporary educational and psychological literatures. Then we use that model as a structure f…
Individualizing Instruction in Self-Regulated Learning
2002). Individualizing Instruction in Self-Regulated Learning. Theory Into Practice: Vol. 41, Becoming a Self-Regulated Learner, pp. 81-92
Collaboration and self-regulation in teachers’ professional development
Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability
Collaborative inquiry in teacher professional development
Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading
This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulatedlearning through reading(LTR) in subject-area classrooms. We build from prior research to "connect the dots" between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teach…
Seeking alternative pathways: An exploration of school engagement from the perspectives of marginalized youth
Examining culturally diverse learners’ motivation and engagement processes as situated in the context of a complex task
Student learning processes, including motivation and engagement, have been identified as malleable and situated in context. We have limited understanding about how to enhance motivation and engagement processes for culturally diverse learners in today’s multicultural classrooms. To support thinking about that challenge, this work built on research on both culturally responsive teaching (CRT) and self-regulated learning (SRL), each of which identi…
(Mis)Alignment in resident and advisor co‐regulated learning in competency‐based training
Implementing student self-assessment of core competencies: A qualitative study of secondary teachers' beliefs and practices
This study examines secondary teachers' experiences with implementing the Self-Assessment of Core Competencies (SACC), later renamed Student Reflection on Core Competencies (SRCC), mandated for K-12 students in British Columbia. Semi-structured interviews with ten secondary teachers from one urban district explored how they interpret, enact, and support this practice in their classrooms. Findings indicate a perceived gap between the theoretical p…
Psychology (9 works) · Computer Science (7 works) · Mathematics education (7 works) · Pedagogy (7 works) · Innovative Teaching and Learning Methods (6 works) · Political science (5 works) · Teacher Education and Leadership Studies (5 works) · Professional development (4 works) · Situated (4 works) · Faculty Development (3 works)